AI avatars are becoming part of Harvard Business School’s startup training through an eight-week entrepreneurship program. The Harvard Business School Foundry bootcamp costs $699 and combines weekly live instruction with technology-based practice sessions. The program aims to help entrepreneurs strengthen their pitches, leadership skills, and decision-making abilities.
Meanwhile, participants can receive feedback from digital versions of experienced instructors during simulated business situations. The avatars come from HeyGen, a company that develops technology for creating realistic digital representations. Instead of relying only on traditional classroom discussions, students can practice presenting business ideas through interactive virtual experiences.
The system allows participants to pitch concepts and receive responses from digital representations of instructors. These simulated conversations can give entrepreneurs additional opportunities to practice before presenting ideas to real investors. As a result, participants can test their communication skills in a controlled learning environment.
For example, one participant tested the technology by presenting an unusual business idea involving banana transportation. The exercise featured a digital version of venture investor Jeff Bussgang responding to the presentation. Although the technology attempts to reproduce a real person, some visual details can still appear noticeably artificial.
Bussgang described his digital representation as somewhat unsettling. However, students participating in the program responded positively to the experience. Their reaction suggests that some entrepreneurs see value in practicing with virtual versions of experienced business figures.
At the same time, Harvard initially considered using the technology mainly as an advanced chatbot. However, feedback from students encouraged program organizers to develop a more structured and guided learning experience. Participants wanted greater interaction instead of simply receiving automated answers.
As a result, the program incorporated virtual instructor experiences into its entrepreneurial training. Students can now use these digital simulations while preparing for practice pitches and boardroom-style discussions. Furthermore, the technology can provide additional opportunities for repeated practice without requiring instructors to participate in every session.
The approach reflects a broader effort to combine artificial intelligence with established methods of business education. AI avatars can create realistic practice scenarios that allow entrepreneurs to test different approaches. They can also help students identify weaknesses before entering important real-world business discussions.
However, the technology does not completely replace live instructors. Harvard’s program continues to include weekly sessions with human educators. Instead, the digital tools add another layer to the existing educational structure and give students more opportunities to practice independently.
This combination allows participants to receive direct guidance while also using simulated experiences between live sessions. Consequently, students can work on their presentations and decision-making skills through repeated exercises.
Nevertheless, reactions to artificial intelligence remain mixed across education. Some students and educators question how much technology should influence traditional classroom experiences. Others see artificial intelligence as a useful tool for expanding access to personalized instruction.
Harvard’s experiment demonstrates how business schools are testing new approaches to practical education. AI avatars could eventually become more common as universities explore interactive tools for entrepreneurship and professional development.
For now, the program provides an example of how artificial intelligence can supplement traditional startup education. The experiment also raises questions about authenticity, human interaction, and the appropriate role of digital instructors.
As the technology develops, universities will likely continue evaluating its effectiveness through student and instructor feedback. AI avatars may not replace human educators, but they could become an increasingly useful addition to professional training.
The Harvard initiative therefore highlights a growing shift toward technology-supported learning. By combining live instruction with digital simulations, the program gives entrepreneurs another way to practice before entering competitive business environments.
